Physics remains an area of STEM with lower amounts of diversity among the student population, therefore it becomes important to consider how classroom culture may contribute to a lack of belonging for students in underrepresented groups. This study aimed to determine how students in physics courses at Miami University perceived peer interactions in their courses during formal and informal group work. Virtual interviews were conducted with nine physics majors and responses were coded for positive and negative statements related to themes of respect, contribution, outcome of the task and overall class culture. It was found that on average male students had a higher percentage of positive statements about class culture, while female students had a higher percentage of positive statements about task outcomes and a higher percentage of negative statements about communication and class culture.
Author: Allison Page
Advisor: Jennifer Blue, Physics
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